CTET 2018 Study Notes: Organising and Pooling Resources:

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NCF plays an important role in securing your success in teaching exams like CTET 2018 Exam, DSSSB 2018 Exam. Keeping in view the importance of NCF, today we are sharing a post on Organising and Pooling Resources. Read the article for your sure success in upcoming CTET 2018 Exam.

Organising and Pooling Resources:

Teaching aids and other materials, as well as books,
toys and games, help make school interesting for
children. In some states of the country, good use has
been made of the funding assistance through DPEP
and other programmes for acquiring and developing
teaching-learning materials. A lot of ready-made
materials do exist, and teachers, cluster and
block - level resource persons need to become better
acquainted with the range of materials available and
ways of using them. There are also many new kinds
of printed materials for teachers and children being
produced by NGOs and small entrepreneurs. In
addition, there are locally available materials that cost
little but which are very useful for keeping in a
classroom, especially in the primary school grads.
Teachers need to explore various types of raw materials
that can be used to make teaching aids that will last year after year, so that the precious time they invest in
making these things is put to good use. Styrofoam and
cardboard are neither strong enough nor attractive for
this purpose. Other materials such as rexine, rubber
and cloth are interesting alternatives.

Other kinds of resource materials, such as maps
and picture folders, and specific equipments could be
shared among schools if they are placed in the cluster
centre, which can then serve as a resource library so
that for the period of teaching the teacher borrows
materials from the cluster and thereafter returns them
to the cluster to enable some other teachers to borrow
them. In this way, the resources gathered by one teacher
can also be utilised by others, and it would become
possible to have multiple sets necessary for the whole
class to use.

The availability of such resources depends on
the funds available and the member of schools that
need assistance. How can the school build such
resources? Some government programmes, for
instance, Operation Blackboard, have laid down
norms for the minimum materials that should be
available in each Primary and Upper Primary school.
Similarly, there are new schemes that allow for cycles
and toys to be purchased for a cluster of schools.
Schools could benefit from these opportunities, and
also explore the possibilities that are available at the
local level for augmenting their teaching-learning and
play material. There is a growing emphasis on
Educational Technology for ‘effective’ learning. Some
schools are now being equipped with computers, and
in some areas radio and TV-based instruction is being
introduced.

Ultimately, the use of such materials requires
planning if it is to be effective and become a part of
the overall plan to enhance participation and
understanding. Teachers would need to prepare and
plan if the materials he/she introduces into the
classroom are for the purpose of demonstration. If
an activity is being planned, then there must be enough
sets for everyone in the class to use, individually or in
small groups. If only one child is able to handle
materials while all the others watch, it is a waste of
learning time.

Laboratories have always been talked about as
a part of science teaching in middle and high school.
Yet these are still not available on the scale required.
As a part of the effort to provide all children with the
necessary hands - on experience of equipment and
experiments given in their science curriculum, at least
at the cluster level, the resource centre may serve as a
clusterlab. Schools in the cluster could plan their
timetable so that for half a day, once a week, their
science lab class is held at the cluster - level lab. Craft
labs too could be developed at least at the cluster or
block levels in order to facilitate access to better
equipment.

In engendering a culture of learning, not only the
classroom but also in the space of the school itself and
the world outside, the school could become the landscape
in which a range of activities are organised. Teachers can
devise activities, projects and studies, both drawing from
textbooks and going beyond them, to encourage children
to explore, investigate and construct knowledge.

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